Play Together, Grow Together
Why Group Play and Movement Classes Matter
Long before children are ready for preschool, they are already learning how to be part of a community.
For babies and young children, group movement classes and play experiences provide far more than entertainment—they offer opportunities to build the foundations of social confidence, emotional resilience, communication, and lifelong learning.
Parents are sometimes surprised to hear that even babies benefit from being around other children. While infants may not play with one another in the traditional sense, they are constantly watching, observing, listening, and learning from the people around them. Every smile, wave, song, and shared experience helps them begin to understand that they are part of a larger social world.
These early experiences gently prepare children for childcare, preschool, kindergarten, and eventually life beyond the family.
Learning to Be Comfortable Around Others
For many children, walking into a room full of unfamiliar people can feel overwhelming.
Group play provides repeated opportunities to experience this in a safe, predictable, and supportive environment.
Over time, children learn that:
- new places can become familiar
- unfamiliar adults can be trusted when caregivers are nearby
- other children can become play partners
- routines help them feel secure
- they can explore independently while returning to a trusted adult for reassurance
Psychologists call this secure base behaviour—children confidently explore because they know a caring adult is available when needed (Ainsworth et al., 1978).
Rather than avoiding new situations, regular exposure helps children gradually develop confidence in navigating them.
Learning Through Watching
Before children actively participate, they observe.
A baby may watch another infant shake a rattle.
A toddler notices another child waiting patiently for a turn.
A preschooler observes how others solve problems together.
This observational learning is a powerful part of development. Children learn not only from direct teaching but also by watching the actions, language, and emotions of those around them (Bandura, 1977).
In group settings, children are constantly gathering information about how people interact, communicate, cooperate, and solve problems.
Building Important Life Skills Through Play
Every group movement class naturally provides opportunities to practise skills that will serve children throughout life.
Children learn to:
- wait for their turn
- share equipment
- listen to simple instructions
- follow routines
- transition between activities
- cooperate with others
- respect personal space
- celebrate others’ successes
- manage disappointment
- cope with frustration
- communicate their needs
- solve small social conflicts
These skills cannot be rushed or taught through worksheets.
They develop gradually through repeated, meaningful experiences with caring adults and peers.
Moving Together Creates Connection
Movement is one of the earliest ways humans connect.
When babies bounce to music, clap together, crawl through obstacle courses, or sing action songs with others, they are doing much more than exercising.
They are developing:
- body awareness
- attention
- imitation skills
- joint attention
- self-regulation
- cooperation
- synchrony with others
Research suggests that moving together in synchrony—such as clapping, marching, dancing, or singing action songs—can increase feelings of belonging, cooperation, and social connection, even in young children (Cirelli, Einarson, & Trainor, 2014).
Shared movement literally helps children feel part of the group.
Why Structured Movement Classes Are So Valuable
High-quality movement programs provide an ideal environment for social-emotional learning because they combine:
- predictable routines
- engaging activities
- supportive instructors
- opportunities for success
- manageable challenges
- peer interaction
- active learning
Children learn best when they are moving, exploring, laughing, and experiencing success in the company of others.
The former National Association for Sport and Physical Education (NASPE) recognised that physical activity in the early years supports not only physical competence but also social development, self-confidence, communication, and positive interactions with peers and adults. Their position statement emphasised that young children should participate in developmentally appropriate physical activity every day as part of healthy overall development (NASPE, 2009).
Today’s successor organisation, SHAPE America, continues to emphasise that quality movement experiences support children’s physical, cognitive, social, and emotional development.
Working Through Discomfort Builds Resilience
Not every group experience feels easy.
Some children cling to a parent.
Others watch quietly from the sidelines before joining.
Some need several weeks before participating confidently.
This is perfectly normal.
Rather than seeing hesitation as a problem, we can view it as an opportunity to build resilience.
With patient encouragement, children gradually learn:
“I felt nervous…
but I stayed.”
“I didn’t know anyone…
but now I have a friend.”
“That looked scary…
but I tried.”
These small victories become powerful building blocks for lifelong confidence.
The Adult’s Role
Parents and caregivers play an essential role during group experiences.
Children benefit most when adults:
- remain calm and encouraging
- avoid forcing participation
- celebrate effort rather than performance
- model friendly interactions
- help children name their feelings
- allow children time to warm up
- trust that confidence grows through repeated exposure
Sometimes the greatest achievement in a class isn’t mastering a physical skill.
It’s taking one brave step away from Mum or Dad.
It’s smiling at another child.
It’s joining the goodbye song.
Those moments matter.
Remember…
Children aren’t simply learning to jump, climb, roll, or catch.
They are learning to belong.
Every shared song, every turn taken, every smile exchanged, every obstacle overcome together helps shape children who are confident, compassionate, adaptable, and emotionally secure.
Play together today lays the foundation for thriving together tomorrow.
References
- Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S. (1978). Patterns of Attachment: A Psychological Study of the Strange Situation. Lawrence Erlbaum Associates.
- Bandura, A. (1977). Social Learning Theory. Prentice Hall.
- Cirelli, L. K., Einarson, K. M., & Trainor, L. J. (2014). Interpersonal synchrony increases prosocial behaviour in infants. Developmental Science, 17(6), 1003–1011.
- National Association for Sport and Physical Education. (2009). Active Start: A Statement of Physical Activity Guidelines for Children From Birth to Age 5 (2nd ed.). Reston, VA: AAHPERD.
- SHAPE America. (2024). Active Start: Physical Activity Guidelines for Children From Birth to Age 5.
- Center on the Developing Child at Harvard University. (2023). Serve and Return Interaction Shapes Brain Circuitry.
Author’s Note: This philosophy aligns closely with the mission of A Little More Play. Thoughtfully designed group movement experiences do much more than develop motor skills—they help children practise courage, cooperation, communication, empathy, self-regulation, and confidence in a joyful, play-based environment. These are the social and emotional foundations that support success not only in school, but throughout life.